My interest in the overall subject of science was always prevalent during my school years of both middle school and high school. I always had an interest in my science classes because of all the variety of different topics I actually learned about. Reading and performing the experiments associated with those middle school science books was always something I looked forward to doing. At that age, I particularly liked how simplified the overall topics of science were broken down, because for me, I was able to direct my focus on specific concentrations of science. I believe another main reason why I loved my middle school science classes was because it was made fun by my teachers. During these grade levels, they did a great job of hooking my interest and keeping my interest with further interactive experiments and assignments.
Transitioning to high school science, my favorite classes were biology, chemistry, and anatomy. I enjoyed going to these classes because not only were they fun and interactive with the different experiments and demonstrations, but as oppose to middle school science to a certain degree, the content was continuously reinforced. In my mind, what I was learning was making more sense to me than ever before because the reinforcement of content that coincided with the hands on experiments that were constantly being performed enhanced my scientific inquiry. I also had great teachers in high school that made class easy to enjoy. In particular, both my chemistry and anatomy teachers were not only great with teaching content, but they were also great people. Their down to earth personalities, willingness to always help, and their overall attitude in general led me to trust them significantly throughout my high school years. We quickly developed strong relationships together because I too was extremely similar to them in their strengths.
They encouraged me to continue with my great grades and always gave their support. They were special individuals who could relate and interact with students so well that I will always remember them because they had what I always described as the “it factor”. Putting their intelligence of science knowledge and content aside, they were people I could relate to because of their great attitude and personality. The way of motivating, reaching out, and connecting in such a way that allowed a mutual trust to grow between us just begins to explain their effectiveness. I know I will have the “it factor” with not only my students, but my coworkers as well, because of my overall personality when interacting with all people, my caring nature, and determined work ethic. These non-content attributes of being an overall responsible and trustworthy leader will not only be highlighted with making differences within my students’ lives, but they will also propel me to excel within the field of education. My love for the field of scientific inquiry, as well as my overall skill set when interacting with others are reasons why I will become a science teacher.
4/5 Christopher, very good account. Could be made stronger with an introduction and a conclusion. You should also look carefully at how you've organized your paragraphs, e.g. you describe your high school teachers starting in the middle of P2 and continuing into P3.- fogleman Sep 25, 2011
Transitioning to high school science, my favorite classes were biology, chemistry, and anatomy. I enjoyed going to these classes because not only were they fun and interactive with the different experiments and demonstrations, but as oppose to middle school science to a certain degree, the content was continuously reinforced. In my mind, what I was learning was making more sense to me than ever before because the reinforcement of content that coincided with the hands on experiments that were constantly being performed enhanced my scientific inquiry. I also had great teachers in high school that made class easy to enjoy. In particular, both my chemistry and anatomy teachers were not only great with teaching content, but they were also great people. Their down to earth personalities, willingness to always help, and their overall attitude in general led me to trust them significantly throughout my high school years. We quickly developed strong relationships together because I too was extremely similar to them in their strengths.
They encouraged me to continue with my great grades and always gave their support. They were special individuals who could relate and interact with students so well that I will always remember them because they had what I always described as the “it factor”. Putting their intelligence of science knowledge and content aside, they were people I could relate to because of their great attitude and personality. The way of motivating, reaching out, and connecting in such a way that allowed a mutual trust to grow between us just begins to explain their effectiveness. I know I will have the “it factor” with not only my students, but my coworkers as well, because of my overall personality when interacting with all people, my caring nature, and determined work ethic. These non-content attributes of being an overall responsible and trustworthy leader will not only be highlighted with making differences within my students’ lives, but they will also propel me to excel within the field of education. My love for the field of scientific inquiry, as well as my overall skill set when interacting with others are reasons why I will become a science teacher.
4/5 Christopher, very good account. Could be made stronger with an introduction and a conclusion. You should also look carefully at how you've organized your paragraphs, e.g. you describe your high school teachers starting in the middle of P2 and continuing into P3.-